scholarly journals Cross-Cultural Adaptation of the Turkish and Kuwaiti Teacher–Student Relationship Questionnaire in Physical Education (TSRQ- PE Teacher Version): Testing for Measurement Invariance

2021 ◽  
Vol 13 (3) ◽  
pp. 1387
Author(s):  
Elif Nilay Ada ◽  
Hasan Ahmad ◽  
N. Bilge Uzun ◽  
Sophia Jowett ◽  
Zişan Kazak
Keyword(s):  
Physical Education ◽  
Relationship Quality ◽  
Factor Model ◽  
Physical Education Teachers ◽  
Factorial Validity ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Confirmatory Factor ◽  
Student Relationship

Background: Within the 3Cs (closeness, commitment, and complementarity) theoretical framework of the quality of two-person relationships, a coach–athlete relationship quality questionnaire (CART-Q) was developed and validated to assess the nature of the coach–athlete relationship. In this study, a modified version of the CART-Q for physical education (PE) was adapted to assess the teacher–student relationship quality in the PE context in Turkey and Kuwait. The purpose of this study was to examine the factorial validity of the teacher–student relationship quality questionnaire (TSRQ-PE) within a sample of Turkish and Kuwaiti physical education teachers. Methods: Multigroup confirmatory factor analysis (MGCFA) was used to test the measurement of cultural invariance between these two groups. A total of 175 teachers from Turkey (n = 73) and Kuwait (n = 102) completed the TPRQ-PE. Results: MGCFA supported the factorial validity of the TPRQ-PE in a three first-order factor model across the two countries. Overall, these results add evidence to the psychometric properties of the TPRQ-PE and suggest that this instrument can be applied to measure the quality of the teacher–student relationship within Turkey and Kuwait, although caution may be required when applied to drawing comparisons between these two counties. Conclusions: The results of the present study could help physical educators and researchers in this field to understand the reasons and methods that lead to a quality teacher–student relationship.

Measuring Preservice Teachers’ Anticipated Teacher–Student Relationship Quality

2021 ◽  
pp. 073428292110394
Author(s):  
Steven R. Chesnut ◽  
Daniel B. Hajovsky
Keyword(s):  
Preservice Teachers ◽  
Relationship Quality ◽  
Short Form ◽  
Inservice Teachers ◽  
Teacher Education Programs ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Study Results ◽  
Teacher Student Relationship ◽  
Student Relationship

The current study aimed to develop a measure of anticipated teacher–student relationship quality to be used with preservice teacher populations that is operationally similar to a measure commonly used with inservice teachers (i.e., short-form of the Student–Teacher Relationship Scale; Pianta, 2001). To date, teacher–student relationship quality has been a construct studied solely with inservice teacher populations. Two hundred and thirteen preservice teachers participated in the current study. Results suggest that the developed measure of anticipated teacher–student relationship with preservice teachers demonstrated response trends similar to the measure used with inservice teachers except that preservice teachers anticipate more conflict with future students than inservice teachers report with current students. Additionally, results show the developed measure fits the two factor structure of the original scale and exhibits concurrent validity via associations with teacher self-efficacy beliefs. Implications for measuring anticipated teacher–student relationship quality within teacher education programs and future directions for research are discussed.

Measuring Students’ Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education

2008 ◽  
Vol 27 (2) ◽  
pp. 167-178 ◽  
Author(s):  
Weidong Li ◽  
Paul M. Wright ◽  
Paul Bernard Rukavina ◽  
Molly Pickering
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Intrinsic Motivation ◽  
Teaching Practice ◽  
Factor Model ◽  
Physical Education Teachers ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor ◽  
Personal And Social Responsibility

The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who completed the questionnaires. The results from a confirmatory factor analysis and internal consistency suggest the two-factor PSRQ is valid and reliable for assessing students’ perceptions of personal and social responsibility in physical education. The correlational analysis suggests that participants with higher levels of personal and social responsibility were likely to enjoy physical education more. An important implication for teaching practice is that, to encourage all individuals to be intrinsically motivated to participate in physical education, physical education teachers need to empower students with choices and voices, focus them on effort and self-direction in physical education, and create a respectful and caring learning environment.

Student Ratings of Instruction and Their Relationship to Student Learning

1977 ◽  
Vol 14 (1) ◽  
pp. 17-24 ◽  
Author(s):  
John A. Centra
Keyword(s):  
Teacher Effectiveness ◽  
Student Ratings ◽  
Exam Performance ◽  
Student Ratings Of Instruction ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Partial Correlations ◽  
Global Ratings ◽  
Student Relationship

Student ratings of instruction were correlated with examination performance in 72 sections of seven courses. In two of the courses, students had been randomly assigned to sections. The pattern of correlations across the courses indicated that the global ratings of teacher effectiveness and of the value of the course to students were most highly related to mean exam performance (12 out of 24 product-moment and partial correlations were 58 or above). Ratings of course objectives and organizations, and of the quality of lectures were also fairly well correlated with achievement. Ratings of other aspects of instruction, such as the teacher-student relationship or the difficulty/workload of the course, were not highly related to achievement scores.

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